No Talking: A Literature Study in Cognitive Respect

Kelly S. Walters

EDU 0617-BS2 (52979)

Courageous Learners: Tools for Teaching Students at Risk

Nova Southeastern University

July 12, 2009

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Introduction

Utilizing Andrew Clements book, No Talking (2007) as inspiration I created a collection

of artifacts that demonstrate how I would incorporated the language of respect in my classroom.

This lesson could be used with students in third through fifth grade. This book was chosen

because the context is something that most upper elementary school students have experienced.

In Clement’s (2007) book, Dave is inspired by Gandhi to become smarter by ceasing

to talk. On the first day of his experiment he manages to make it through a class report by

coughing, but an encounter with a classmate at lunch proves to be the demise of his plan.

Dave begins the argument by exclaiming to Lindsay that her head would likely explode if

she were to stop talking for a few minutes. Dave makes a bet with Lindsay that the boys

could do a better job at not talking than the girls. The two day competition immediately

captures the attention of the faculty who refer to the fifth grade class as the unshushables.

This artifact will focus on developing three elements of the language or respect: use of friendship

language, walking in student’s shoes, and supplement oral language with visual structures

(Arwood & Young, 2000). Upon completion of this unit it is expected that through the use of

these elements students will have a deeper understanding of the concept of a language of respect.

Artifact

Arwood and Young assert, that “ the language of respect refers to the way a person

communicates with another person to show honor or respect for the other person as well as a

positive value for one’s self” (2000, p. 10). Building a classroom that cultivates a language of

respect requires the teacher to accept an authoritative role that values the needs of both visual

and auditory learners.

This artifact is comprised of five key components: a class set of Andrew Clement’s book

No Talking (2007), an audio version of Mr. Clement’s book, a Microsoft PowerPoint

presentation designed for instructors and students, a video clip previewing the book, and a

graphic organizer designed to assist students in creating visual notes. To illustrate the uses of

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these artifacts I created a presentation that demonstrates how I plan to use the artifacts as well as

sample student slides that would be used to facilitate discussion and provide examples of lesson

concepts.

Evidence of Learning

The unit begins with a video introduction. The focus element for this artifact is

developing the concept of friendship language. After students view the video I will present the

following discussion questions. Do you believe that the term unshushables that the teachers use

to describe Dave’s class is a friendly term? Dave says that if Lindsay had to be quiet her head

would explode like a volcano. Would this comment help Dave learn to work respectfully with

Lindsay? Why or why not? During the discussion it is likely that most students will agree that

this type of language would prevent the school and class from constructing an environment built

around the language of respect. As the discussion progresses I will guide students towards the

appropriate use of the language of respect by proposing and soliciting examples that demonstrate

the use of friendship language.

The next step is to develop a concept for the language of visualization by previewing the

book with a graphic organizer that illustrates how students can develop visual notes while

reading. According to Arwood and Young, “about 60 to 90% of the school population (K-12)

learns best when an idea is represented in some picture or graphic form (2000, p. 128).

Demonstrating a method for creating visual notes addresses the needs of these visual learners and

enables them to develop an in depth understanding of the concept. The graphic organizer is a

picture based web illustrating the major events in the story. After presenting the sample, I will

begin reading aloud the first few chapters of the book. As I read, I will seek the assistance of the

class in creating visual notes that represent the events and ideas of the first few chapters. The

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notes and drawings will be recorded on large chart paper and hung in the room to serve as a

model for students. Students will then be given an opportunity to practice the technique if they

choose as they read the next few chapters.

Some students are more comfortable with auditory learning styles. To address their

needs audio support has been added to the lesson. This consists of a CD or mp3 player with an

audio version of the book. Students will be allowed to choose to read silently, listen to the audio

book, or read aloud with a partner as they read the book.

After reading the first six or seven chapters, I will introduce the next element of the

language of respect: walking in student’s shoes. This component is important for helping

students create meaning. According to Conyers & Wilson, “meaning is in the mind of the learner

and can be strongly generated by connecting to the real world of the student: (2005, p. 43). Most

of what students understand about the world around them is derived from their personal

experiences and its connection to their own prior knowledge. Gaining an understanding of

someone else’s perspective helps the student build a broader concept of the empathy with others.

To facilitate the discussion I will use the following questions. Have you ever felt annoyed by

excessive talking? Have you ever responded the way Dave responded? How did it feel? Students

are likely to respond with a yes to these questions. During the discussion I will record the

annoying behaviors and the responses on a chart. The next set of discussion questions will

examine Lindsay’s perspective. Has anyone ever been annoyed with you? Has anyone ever

responded to you the way Dave responded to Lindsay? How did it feel? After reviewing the chart

we will use the final question to determine a way to change behavior. How could you or the

other person have responded differently? In addition to the discussion, recording and discussing

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student examples from their own life experiences is an important factor in helping students

develop the meaning of walking in another’s shoes.

The final section of the lesson consists of a project based on the book that builds on the

model of creating visual structures to conceptualize an idea. Beginning with a discussion of the

following guiding questions, student will be directed to create a visual representation of the game

played in the book and the effect the game has on the entire school.

How does the game in the book develop a language of respect among the fifth grade

students and the faculty? The game cultivates a language of respect among the fifth grade

students because they are able to create solidarity among the entire class in the way that they

handle the rules of the game. In the beginning they are enamored with the idea of cooties- a

belief among both the girls and the boys that leads to competition and name calling. At the end

of the game the students learn that limiting their talk has enabled them to gain a greater

understanding of one another.

From the faculty’s perspective the book begins with the negative term the unshushables

as the nickname the faculty uses to describe the fifth grade. This depiction necessitates a great

deal of effort from the faculty in maintaining control. The faculty quickly notices the change

when the students stop talking. They are very pleased with the decrease in noise, but one rule of

the game is that student can answer adults but the answers must be limited to three words. This

upsets the flow of class discussion. The faculty attempts to assert control by getting the class to

end the game. When students refuse, the faculty begins to discover that the change has some very

beneficial learning outcomes. At the end of the game is friendship language used more

frequently? The negative language used at the beginning of the book is gradually replaced with

friendly language as the game progresses.

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Did Mrs. Hiatt exhibit the concept of walking in someone else’s shoes when she

considered making changes to the school so that Dave’s idea was incorporated as a part of the

daily routine? Mrs. Hiatt perceived the game as an anarchist attempt of the students to

undermine her authority throughout most of the game. When Dave challenges her beliefs she

examines the positive aspects of the Dave’s idea from a learning perspective and implements the

game throughout the school.

The language of respect is embedded in this project through the use of choice. Students

are given the option to work alone or in a group. A gentle hint is given to assist students in

creating a manageable group size. Since it is most likely that this unit will be conducted at the

beginning of the school year, a brief class meeting will be held to discuss the availability of

resource materials that students may use in preparing their project. A key component of this

discussion will include the use of classmates and the teacher as possible resources.

Reflection on Professional Growth

This unit will serve as a good starting point for building a language of respect in my

classroom. A model for a language of respect was incorporated throughout the lesson through

discussions and careful consideration of materials and activities that meet the needs of both

visual and auditory learners. The discussion questions help to guide students toward

conceptualizing the focus elements of friendship language and walking in someone else’s shoes.

Modeling the visual note taking method and the book project in which students create their own

visual representations will help students build meaning for the element of supplementing oral

language with visual structures. The use of thoughtfully worded questions and instructions as

well as the availability of choice serves as a model for the development of a language of respect

throughout the unit. I am excited about implementing this plan in my future classes.

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Reference

Arwood, E. &. (2000). The language of respect:The right of each student to participate in an

enviornment of communicative thoughtfulness. Nashville, TN: Lightening Print, Inc.

Clements, A. (2007). No talking. New York: Simon & Schuster Childern's Publishing.

Conyers, M. &. (2005). BrainSmart: 60 strategies for boosting test scores. Winter Park:

BrainSmart, Inc.